Authorization to Implement a New Program Proposal

1 of 30 Authorization to Implement a New Program Proposal 1. PROGRAM IDENTIFICATION 1.1 Title of Proposed Program Bachelor of Science Athletic Training 1.2 Department of Functional Equivalent Department of Kinesiology 1.3 College, School, or Functional Equivalent School of Education, University of Wisconsin-Madison 1.4 Timetable for Initiation a. Submit Authorization to Implement Bachelor of Science Athletic Training to UW-System and Board of Regents Fall 2012 b. Allow students enrolled in current Kinesiology AT option opportunity to transfer into new Bachelor of Science in Athletic Training c. First graduates with Bachelor of Science in AT Spring 2014 d. First full cohort admitted under new BSAT Fall 2014 1.5 Delivery Method This program is a traditional campus-based program relying on classroom/laboratory courses on the UW-Madison campus. Some pre-requisite content is available in an on-line delivery format (see 3.4). 2. CONTEXT 2.1 History of Program In 1990 the Department of Physical Education and Dance was renamed the Department of Kinesiology. Since 1990, all graduates of the undergraduate program in the Department of Kinesiology have received a Bachelor of Science-Kinesiology degree and a major in Kinesiology. Students in athletic training are currently distinguished from other Kinesiology majors through enrollment in the Option: Athletic Training. The academic evolution of Athletic Training education is outlined in the timeline below: 1950s 60s Walter Bakke (Head Athletic Trainer 1936-1966) is on record as the instructor for Men s PE #17 Athletic Conditioning and Training in the early 1950's. The course title was later changed to Prevention and Care of Injuries. In 1967, Dr. Allan Ryan taught PE 214 Treatment and Care of Athletic Injuries. These courses served as the precursors to ATEP offerings. 1970s In 1972 the National Athletic Trainers Association developed a national certification examination. Students completing required courses and completing clinical internships could sit for this national exam. The UW-Madison prepared students in this fashion since the inception of athletic training certification. 1

2 of 30 1980-90s A formalized group of athletic training courses offered in the Dept. of Physical Education and Dance provide students with an area of emphasis in athletic training. Students continue to pursue certification through this formal internship. 2000-present The UW-Madison Athletic Training Education Program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and has been since 2000. The UW- Madison Athletic Training program (as a certificate program) was the second program in the State of Wisconsin to secure CAATE accreditation and has a rich history in preparing professionals in this allied health field. In 2005 Athletic Training was approved as a major option within the Kinesiology major in the Dept. of Kinesiology and the Certificate in Athletic Training has been discontinued. In 2006 the Commission on Accreditation of Athletic Training Education (CAATE) awarded the program continuing accreditation through 2012-13 which has since been extended to 2015-16 at which time we will complete a self-study and CAATE site-visit review. The Bachelors of Science in Athletic Training will educate graduates for certification as athletic trainers in accordance with national standards and program goals. At the end of the program students will sit for the national Board of Certification Examination for Athletic Trainers. CAATE now requires that by 2014-15 AT education be delivered at the degree level. 2.2 Instructional Setting of Program The Bachelors of Science in Athletic Training will continue to be housed in the Department of Kinesiology within the School of Education. Like many areas of study we rely on some foundational courses taught outside the Department of Kinesiology for elements of our program. During the Entitlement to Plan process we solidified support for the Bachelors of Science in Athletic Training from those departments offering required courses e.g. Anatomy, Pharmaceutical Sciences, Nutrition, and Nursing. The Athletic Training program is proactive in collaborating with departments whose courses provide instruction of educational competencies in athletic training. We annually review all course syllabi and meet with professors and instructors to discuss competencies presented in their courses. The BS AT program will continue to collaborate with various campus and community-based clinical sites for placement of students for clinical learning (University Health Services, UW Health Sports Medicine, UW Health Athletic Training Outreach Program, and the Division of Intercollegiate Athletics Sports Medicine Program). 2.3 Relation to Mission Statement and Strategic Academic Plan The UW-Madison is distinctive in Wisconsin as the only university where physician training, a range of ancillary and allied health profession programs, and a research mission are fully combined. The Athletic Training program is well positioned to succeed as a member of this health sciences community and contribute to the research, instructional, and outreach mission of the campus. 2

3 of 30 The Bachelors of Science in Athletic Training will allow students to learn from faculty with active research programs committed to the creation of new knowledge in the field of athletic training. The program emphasis on evidence-guided practice, quality outcomes, and the adherence to disablement models of patient care place it at the forefront of athletic training education. The program adheres to a student-centered teaching philosophy that promotes active learning among athletic training students. The guiding principles of the program outline a learning environment dedicated to intellectual curiosity, integrity, communication, critical thinking, problem solving, decision making, and advocacy. The program has evolved to fully support the Wisconsin Idea by producing graduates who can mature into leaders in the athletic training profession at the local, state, and national levels. 3. DESCRIPTION 3.1 Program Description The Bachelor of Science in Athletic Training is designed to prepare students to meet national certification and state licensure requirements as Athletic Trainers. Athletic trainers are health care professionals who collaborate with physicians to optimize life-long physical activity of patients and clients. Athletic training encompasses the prevention, diagnosis, and intervention of emergency, acute, and chronic medical conditions involving impairment, functional limitations, and disabilities. The athletic trainer functions as an integral member of the health care team in secondary schools, colleges and universities, professional sports programs, sports medicine clinics, private/industrial workplaces, and other health care settings. Accredited programs include formal classroom instruction in areas such as injury/illness prevention, first aid and emergency care, assessment of injury/illness, human anatomy and physiology, treatment and rehabilitation, nutrition, and pharmacology. These classroom experiences are enhanced through clinical education opportunities. The BS in Athletic Training is a four year 2:2 format program that includes a four semester foundational and prerequisite sequence followed by a four semester professional sequence. This 120 credit program has 113 required credits combined with student electives to reach the 120 credit requirement. 3.2 Program Goals / Objectives / Learning Outcomes The Athletic Training Education Program at UW-Madison seeks to be a leader in athletic training education by offering a program that provides a strong basic science foundation coupled with extensive didactic, laboratory, clinical and field experiences. The program uses a variety of student-centered learning opportunities to develop critical thinking, problem solving, and decision-making skills required to enter the allied health profession of athletic training. The program prepares students for graduate study in the athletic training, successful completion of the Board of Certification (BOC) examination, and entry-level preparation for athletic training positions in a range of employment settings. Program Goals 3

4 of 30 The Athletic Training Education Program at UW-Madison will: ATEP Program Goals 1) Recruit and admit highly qualified students with a strong foundation in the basic sciences, challenging them and supporting them to program completion. 2) Prepare athletic training professionals for graduate study and/or entry-level employment through proper didactic and clinical education experiences. 3) Graduate scholarly clinicians who promote and adhere to evidence-based practices. 4) Contribute to evidence-based practice through faculty and student scholarship. 5) Recruit and retain faculty, academic staff, and clinical preceptors who exemplify excellence in teaching and scholarship and serve as role models for the athletic training profession. Student Learning Outcomes The student learning outcomes for the athletic training program are written with full consideration to the Essential Learning Outcomes for UW-Madison Students (http://www.provost.wisc.edu/content/wi_exp_elos.pdf). The athletic training learning outcomes incorporate: knowledge of human culture, intellectual and practical skills, personal and social responsibility, and integrative learning. In addition the curriculum strives to include all the elements of the Wisconsin Experience: substantial research experiences, global and cultural competency, leadership and activism opportunities, and application of knowledge. Graduates of UW-Madison Bachelors of Science in Athletic Training will: 1) Understand the role of the athletic trainer within the broader health care system. a) Work collaboratively with a range of practitioners. 2) Demonstrate appropriate oral and written communication skills. 3) Provide patient care that is rooted in ethical behavior, honest communication, and advocacy for patient needs. a) Abide by the Standards of Practice established by the Board of Certification. b) Abide by all State laws governing the practice of athletic training. c) Provide culturally competent athletic training care. d) Understand how athletic training principles are applied in a variety of clinical environments with diverse patient populations. 4) Maintain the highest standards of evidence-guided clinical practice. a) Incorporate quality evidence into clinical practice. b) Utilize tools that examine the quality of patient care. c) Demonstrate skill in the examination, diagnosis, management and rehabilitation of injuries. d) Demonstrate skill in the examination, diagnosis, management and rehabilitation of illnesses as they pertain to physical activity. e) Develop treatment plans are consistent with contemporary disablement models. 4

5 of 30 f) Track patient outcomes for the purpose of improving quality of care. 5) Participate in activities to promote life-long learning and professional development. 6) Promote the profession of athletic training a) Maintain membership in the National Athletic Trainers Association 3.3 Curriculum The 4 year 120-credit BS in Athletic Training provides rigorous preparation in liberal studies, basic sciences, athletic training theory and clinical practice, and kinesiology core courses. Students participate in clinical and field experiences and a capstone experience. The program prides itself on the quality and rigor of the student s academic and clinic experience. The five program components are: 1. Liberal Studies. These courses expose students to a broad range of academic disciplines. Students must complete at least 40 credits, including the campus General Education requirements and specific course work in the Humanities, Social Studies, and Sciences. 2. Science Core. Athletic Training students complete a rigorous science and mathematics preparation. Chemistry 103/104 General Chemistry (4/5) Biology 101/102 Animal Biology and Laboratory (3/2) Physics 103 OR 201 OR 207 General Physics (4) Math 211 or 221 Calculus (5) Statistics: Stats 371 Introductory Applied Statistics for the Life Science (3) Physiology 335 Human Physiology (5) Anatomy 328 Human Anatomy Lecture (3) Anatomy 329 Human Anatomy Lab (2) 3. Athletic Training Core. These courses (38 credits) offer advanced study in the theory and clinical practice of athletic training. Kinesiology 127 Introduction to Athletic Training (2 credits). An introductory course covering issues and basic concepts regarding prevention, management, and treatment of athletic injuries. The role of the athletic trainer in the sports medicine field is emphasized. Kinesiology 197 Basic Techniques in Athletic Training (1 credit). An applied clinical approach to basic skills commonly used in the field of athletic training. Designed for students interested in athletic training, and an appropriate elective for those who plan to teach or coach Kinesiology 227 Introduction to the Clinical Anatomy of Human Movement (2 credits). This course is designed to provide students with a foundational knowledge in musculoskeletal anatomy and anatomical considerations related to human movement and physical activity. Kinesiology 301 Advanced Techniques in Athletic Training. A course to provide the future athletic training professional with a foundation in advanced athletic training techniques. Sample topics include: injury prevention, emergency care, orthopedic appliance applications, protective equipment, environmental considerations, and computer applications. 5

6 of 30 Kinesiology 317 Recognition and Evaluation of Athletic Injuries (4 credits). The evaluative skills and knowledge needed for minimum competency in the recognition and evaluation of common injuries in athletes and active populations. Kinesiology 357 Therapeutic Strategies in Athletic Training I (4 credits). A study of therapeutic intervention strategies used by athletic trainers. Evidence guided principles and clinical applications of therapeutic exercise, use of physical agents, indications and contra-indications, program design, progression, and standard documentation. Kinesiology 358 Therapeutic Strategies in Athletic Training II (4 credits). A study of therapeutic intervention strategies used by athletic trainers. Evidence guided principles and clinical applications of therapeutic exercise, use of physical agents, indications and contra-indications, program design, progression, and standard documentation. Kinesiology 400 Organization and Administration of Athletic Training Programs. (3 credits). Course Description: Principles of organizational theory and administrative practice as they apply to athletic training and sports medicine programs. Emphasis on developing knowledge and skills needed for entry-level professionals in the athletic training field. Kinesiology 417 Advanced Clinical Assessment Techniques in Athletic Training. (2 credits). This course is designed to provide students with knowledge and skills in advanced clinical assessment techniques used in the evaluation of injuries, illnesses, and conditions found in physically active populations. Kinesiology 450 Field Experience in Athletic Training. (2 credits). A supervised clinical experience for athletic training students in an interscholastic setting. Kinesiology 457 Medical Aspects of Exercise and Sport (3 credits). Responses of the human body to exercise and sports with specific discussion of acute and chronic medical problems which may affect performance. Emphasis on cardiopulmonary, metabolic, nutritional, fluid-electrolyte, heat-temperature regulation. Kinesiology 499 Seminar in Athletic Training (1 credit)*must be repeated once for credit. An advanced undergraduate seminar for students in the athletic training education program. Research trends, evidence-based clinical practice, and current topics in the field of athletic training are emphasized. Nutritional Sciences 332 Human Nutritional Needs (3 credits). Biological basis of the nutritional requirements of humans and the influence of psychological and societal factors on the manner of their fulfillment. Pharmaceutical Sciences 401 Survey of Pharmacology. (3 credits). Pharmacological and toxicological actions and therapeutic use of important drugs. 4. Kinesiology Core. These courses (21-23 credits) explore how the body responds and adapt to exercise, the role of psychological factors in sports and exercise, mechanics applied to biological systems, and how movement is controlled, learned, and developed over the life span. Kinesiology 116 First Aid/CPR or certification (0-2 credits). Techniques and procedures to deal effectively with common emergencies and treatment. Includes training in cardiopulmonary resuscitation. 6

7 of 30 Kinesiology 119 Introduction to Kinesiology (2 credits). Introduces students to the field of kinesiology and the Department of Kinesiology at the University of Wisconsin-Madison. Introductory material about physical activity and health will be provided, and career opportunities in kinesiology will be discussed. Kinesiology 300 Practicum (3 credits). Supervised experience in a specialized area of kinesiology. Athletic training students enroll in the AT practicum section. Kinesiology 314 Physiology of Exercise (4 credits). Fundamental knowledge about, and appreciation for, the adaptability of human physiological systems in meeting a range of exercise demands. Kinesiology 318 Biomechanics of Human Movement (3 credits). Analysis of human action through the application of mechanical principles. Kinesiology 330 Research in Kinesiology (3 credits). The research process as applied in kinesiology, including hypothesis development, ethical issues, study design, measurement and statistical concepts, and presentation of results. Includes exposure to current research within the Department of Kinesiology. Kinesiology 350 Introduction to Exercise Psychology (3 credits). Emphasis on the psychological foundations of exercise with motivational techniques, perception of effort, personality dynamics, and mental health serving as the focal points. Kinesiology 361 Motor Learning and Performance (3 credits). A basic and up-to-date view of the major processes and mechanisms underlying the performance and learning of motor skills. Principles in motor learning and control are systematically introduced to produce a meaningful conceptual framework. 5. Elective classes. Elective courses to meet the 120 credit degree requirement are generally related to the student s area of study. 3.3.1 Sample Program Sequence YEAR I Semester 1 (Fall) Chemistry 103 General Chemistry (4 credits) General Education and Liberal Studies Electives Semester 2 (Spring) Chemistry 104 General Chemistry (5 credits) Math 211 Calculus & Related Topics (5 credits) Kines 127 Introduction to Athletic Training (2 credits) General Education and Liberal Studies Electives YEAR II Semester 1 (Fall) Psych 202 Introduction to Psychology (3 credits) Zoo 101/102 Animal Biology / Animal Biology Lab (5 credits) Kines 116 First Aid/CPR (2 credits) Kines 119 Introduction to Kinesiology (2 credits) General Education and Liberal Studies Electives 7

8 of 30 Semester 2 (Spring) Kines 227 Introduction to Clinical Anatomy of Human Movement (2 credits) Kines 197 Basic Techniques in Athletic Training (1 credit) Physics 103 General Physics (4 credits) Stats 371 Principles of Statistics (3 credits) General Education and Liberal Studies Electives Admission to program Spring of Year II / Professional Sequence Begins Fall Year III YEAR III Semester 1 (Fall) 14 credits Anat 328/329 Human Anatomy / Human Anatomy Lab (5 credits) Kines 301 Advanced Techniques in Athletic Training (2 credits) Kines 317 Recognition and Evaluation of Athletic Injuries (4 credits) Kines 361 Motor Learning & Performance (3 credits) Semester 2 (Spring) 15 credits Kines 330 Research in Kinesiology (3 credits) Phys 335 Physiology (5 credits) Kines 357 Therapeutic Strategies in Athletic Training I (4 credits) Kines 350 Introduction to Exercise Psychology (3 credits) YEAR IV Semester 1 (Fall) 16 or 17 credits Kines 499 Seminar in Athletic Training (1 credit) Kines 314 Physiology of Exercise (4 credits) Kines 417 Advanced Clinical Assessment Techniques in Athletic Training (2 credits) Kines 358 Therapeutic Strategies in Athletic Training II (4 credits) Pharm Sci 401 Introduction to Pharmacology (3 credits) Kines 300 or Kines 450 Practicum / Field Experience in Athletic Training (2 or 3 credits) Semester 2 (Spring) 15-16 credits Kines 499 Seminar in Athletic Training (1 credit) Kines 400 Organization and Administration of Athletic Training Programs (3 credits) Kines 457 Medical Aspects of Exercise and Sport (3 credits) Kines 318 Biomechanics of Human Movement (3 credits) Nutri Sci 332 Human Nutritional Needs (3 credits) Kines 300 or Kines 450 Practicum / Field Experience in Athletic Training (2 or 3 credits) 3.3.2 Admissions and Eligibility Prior to admission in the athletic training professional sequence students must complete prerequisite course work in liberal studies, sciences, and introductory kinesiology and athletic training course work. Student can then apply 8

9 of 30 for admission, usually during the sophomore year. Students are admitted only once a year, effective for the summer following admission. Once admitted, students in the Athletic Training professional program can complete the program in two years. Some students elect to complete the program in two and one-half years depending on their remaining elective course work. To be eligible for admission, applicants must meet the criteria outlined below. Total Credits/Prerequisite Course Work: Complete at least 54 credits of college course work by the end of the spring semester of the application year. Complete the following course work by the end of the spring semester of the application year: o Chemistry 103/104 OR Chemistry 109 (fall semester only) OR Chemistry 115/116 o Biology 101/102 OR AP Biology score of 4 or 5 OR Biology 151/152 OR Biocore 301/302 o Psychology 201 OR 202 OR 281 o Physics 103 OR 201 OR 207 o Kines 119 Introduction to Kinesiology Complete all but two of the prerequisite courses listed above by the end of the fall semester of the application year. For this purpose, Chem 109 satisfies the full general chemistry requirement but constitutes ONE course, while AP Biology scores of 4 or 5 are counted as TWO courses. Biology 101 and 102 are also counted as TWO courses in determining eligibility for the program. Additional Athletic Training Prerequisite Course Work: Complete these additional prerequisite courses by the end of the spring semester of the application year: o o o o Kines 127 Introduction to Athletic Training Kines 197 Basic Techniques in Athletic training Kines 227 Introduction to Clinical Anatomy of Human Movement Kines 116 First Aid or American Red Cross-certified First Aid and CPR for the Professional Rescuer courses Cumulative Grade Point Average: Earn a minimum 2.75 cumulative GPA or last 60 credits GPA by the end of the fall semester of the application year. Athletic Training Experience: Complete a minimum of twenty (20) total hours of volunteer or observation experiences in athletic training. Students must gain experience in at least two different locations. Each experience must be a minimum of ten (10) hours in length. Documentation of the experience (forms signed by certified athletic trainer) must be submitted along with application materials by the February 1 deadline. Students may seek observational experiences in any setting employing a certified athletic trainer where the athletic trainer is performing job duties consistent with the current BOC Role Delineation domains of athletic training. A copy of the athletic training experience form is provided in Appendix One. 9

10 of 30 Application and Related Documents: Applicants must submit the materials indicated below by the February 1 application deadline. Applications are available in October. Off-campus students must also submit an undergraduate application to the Office of Undergraduate Admissions by February 1. o Application form o ATEP Technical Standards form and Health Requirements form. o Official transcripts o Personal statement o Biographical sketch o Athletic Training experience form o Two (2) letters of recommendation Admission Criteria The Admissions Committee will review application files with four key areas in mind: (1) academic qualification; (2) goals; (3) recommendation letters; and (4) other contributions. Academic Qualifications. The Department of Kinesiology and the Athletic Training Education Program seeks students with strong academic credentials. This includes cumulative undergraduate grade point average (GPA), course selection and trend of college grades. Goals. The required personal statement provides an opportunity for students to express their reasons for studying athletic training and can provide insight into the student's long-term goals. Recommendation Letters. Thoughtful letters from teachers or employers addressing the student's interest and experience are beneficial to the selection process. Recommendation letters should provide information about a student's intellect, imagination, or diligence that is not evident in other parts of the application. Other Contributions. The Department of Kinesiology and the Athletic Training Education Program seeks students whose diverse work experience, life experience, stated goals, and cultural background are assets to the learning environment in both the department and the professional program. Instructions for the Personal Statement. The personal statement provides the student with an opportunity to share with the Admissions Committee personal characteristics and goals, and to give the Committee insight into the student's experiences and background. The student is asked to divide the personal statement into two sections. In the first section, the student should explain their motivations for choosing the Athletic Training Education Program and how it relates to future goals in no more than 250 words. In the second section, the student should reflect on how his or her background and experiences pertain to future success as an athletic training student and ultimately, future goals. The student is limited to 500 words for this section. 10

11 of 30 Application Review and Selection. Applicants to the Athletic Training program will compete for a specific number of openings in this program. Each application will be reviewed by at least two academic faculty or staff from the Admissions Committee. Each Committee member will independently examine and rate applicants' files on a scale of 1 (do not accept) to 5 (definitely accept) based on the criteria above. The Committee members will then share and discuss their ratings and select the final cohort for admission. Students will be provisionally accepted in April. The offer of admission will be revoked and the student withdrawn from fall Kinesiology courses (typically during July) if any of the following requirements are not met: all prerequisite courses completed by the end of the spring semester of the application year maintenance of a cumulative GPA or last 60-credit GPA of at least 2.75 Last 60 Credits Rule Two grade point averages will be calculated to determine candidates' eligibility and selection to programs. GPAs will be calculated using (1) all transferable college level course work attempted, and (2) the last 60 credits attempted. The higher GPA of these two will be used for purposes of admission. If fewer than 60 credits have been attempted, all credits will be used to calculate the GPA. Graded graduate course work will also be used in all GPA calculations. ("Attempted" course work indicates course work for which a grade has been earned.) Criminal Background Investigation and Disclosure Statement Criminal background investigations will be conducted for all students admitted to this program. Applicants must also complete a disclosure statement. 3.4 Delivery Method This program is a traditional campus-based program relying on classroom/laboratory courses on the UW-Madison campus. Within the professional program sequence students take several courses that rely on campus and community clinical learning sites. Two pre-requisite courses are available on-line. Kinesiology 119 Introduction to Kinesiology is offered on-line during the summer academic session and Kinesiology 127 Introduction to Athletic Training is available on-line through UW-Extension. 3.5 Interrelationship with Other Curricula As a program housed in the Department of Kinesiology the Bachelors of Science in Athletic Training will continue to rely on core Kinesiology courses as part of the professional program (see 3.3 Curriculum). Like many areas of study we rely on pre-requisite and core general studies courses taught outside the Department of Kinesiology (e.g. Anatomy, Chemistry, Physiology, Psychology, Zoology, and Physics). These courses currently serve as pre-requisite course for the program and do not represent a change with the development of the degree program. The AT program also relies on key required coursework in the professional sequence from courses 11

12 of 30 offered in other departments; specifically Pharmaceutical Science (Pharm Sci 401), and Nutritional Sciences (Nut Sci 332). During the Entitlement to Plan process we solicited and received support for the Bachelors of Science in Athletic Training from those departments offering required courses in the new degree offering. The Athletic Training program is proactive in collaborating with departments whose courses provide instruction of educational competencies in athletic training. We annually review all course syllabi and meet with professors and instructors to discuss competencies presented in their courses. 3.6 Accreditation Requirement The program is currently accredited by the Commission on Accreditation of Athletic Training Education (CAATE). The program has been in good standing since initial accreditation in 2000 and is scheduled for a selfstudy and site visit review in 2012-13. Accreditation status is not expected to change; however, elevation of the program to degree designation is required by 2014-15. Only graduates of accredited programs are allowed to site for credentialing exams and obtain a license to practice athletic training in Wisconsin. 3.7 Diversity The Bachelor of Science in Athletic Training program will seek to attract students and faculty from diverse social, economic and ethnic backgrounds, and to be sensitive and responsive to those groups that are under-represented within the athletic training profession. The AT program is dedicated to providing graduates with necessary cultural competency skills in the area of patient evaluation and treatment and addresses these issues in multiple locations across the curriculum. The AT program will avail itself to all UW-Madison resources to help actively recruit underrepresented students and faculty. Specifically, the program will work closely with the School of Education Office of Undergraduate Recruitment and Retention (OURR). The program will provide public service by collaborating with other campus applied health sciences programs (Physical Therapy, Occupational Therapy, and Medicine) participating in activities that address issues of cost, quality, and access to health care services. 3.8 High-Impact Practices The AT program makes use of a variety of high impact practices in the form of in-class and out-of-class opportunities that lead to the types of student outcomes expressed in the UW-Madison Essential Learning Outcomes. These include integrative learning, global competencies, group-based skills, and other practical and ethical skills and learning. The program affords students multiple opportunities including writing intensive courses within the athletic training discipline (Kines 457 Medical Aspects of Exercise and Sport Comm B), study abroad, service learning/community, undergraduate research (Wisconsin Injury and Sport Laboratory), student leadership (Association of AT Students AATS), cultural competency in health care (across the program curriculum), diversity and global learning (Gen Ed requirements), capstone courses (Kines 450 Field Experience in Athletic Training and Kines 300 Practicum in Athletic Training), internships, and capstone projects (Kines 499 Seminar in Athletic Training - Senior Case Study Symposium). Several examples of service learning and internship opportunities available to athletic training students can be found in the outreach section (3.10) below. 12

13 of 30 3.9 Collaboration The UW-Madison is committed to pursuing collaborative opportunities with existing athletic training programs in the state of Wisconsin. Athletic training is unique among the applied health sciences in that students participate in clinical field placements throughout their professional sequence. This infusion of clinical education across the curriculum can be an impediment to distance education due to the need for local clinical placement in conjunction with ongoing coursework. However, there is great potential for upper level seminar style course topics and specialized lectures to be shared among programs using readily available distance learning technology. The UW- Madison is a leader in this area and has sponsored multiple webinar/streaming lecture presentations and offered them to programs across the state. These cooperative learning programs were well received and a good starting point for increased collaboration. In addition to these learning opportunities there is great potential for research collaboration specifically between faculty at the UW-Madison and faculty at UW-Milwaukee. Involvement of faculty from both institutions with the Wisconsin Athletic Trainers Association Research Committee shows promise in this area. 3.10 Outreach The athletic training education program is committed to the Wisconsin Idea and is dedicated to promoting community service among its students. The following is a representative sample of outreach activities available to students in the athletic training program. Many students in the athletic training program are active in the Kinesiology Club and the Association of Athletic Training Students. Athletic Training Program Outreach Activities Opportunities Offered Within or Coordinated Through the AT Program: Shadowing of Faculty and Clinicians in Clinical Settings (e.g. University Health Services) Senior Case Study Symposium Independent Studies (Kines 399) Research and Poster Projects with Faculty and Staff WATA Annual Conference WATA Student Quiz Bowl Competition WATA Research Competition WATA Case Study Competition GLATA Annual Conference NATA Annual Conference NATA Research and Education Foundation Fundraisers Student Panels for Prospective Students Health Occupations Student Association Career Fair PEOPLE Program College for Kids Study Abroad Sister Program Project with Concordia University Athletic Therapy Program Montreal Canada Interdisciplinary Brown Bag Presentations and Discussions Association of Athletic Training Students (AATS) Activities: Relay for Life Special Olympics Polar Plunge Annual Food Drive for Second Harvest Annual Toiletries and Personal Items Drive for Porchlight Girls on the Run 13

14 of 30 Kinesiology Club Activities: Poker Run Fundraiser Annual Blood Drive Career Night Series Opportunities Offered Through Medical Organizations: Area Health Education Center (AHEC) Wisconsin Express (summer) AHEC Community Health Internship Program (summer) AHEC Health Careers Camp UW Health Athletic Training Summer Internship Mayo Clinic Athletic Training Summer Internship 4. NEED 4.1 Comparable Programs in Wisconsin The Athletic Training Education Program at UW-Madison was the second program in the State of Wisconsin to secure national accreditation (2000). Since that time four more programs have been accredited in the UW-System. In addition to UW-Madison, LaCrosse, Oshkosh, Stevens Point, Eau Claire, and Milwaukee currently offer programs in athletic training. The presence of six AT programs with distinct identities and approaches within the UW System provide students with broad pedagogical and location choices for athletic training education in Wisconsin. The presence of this program at a major research university like UW-Madison places it in a strong position to maximize available resources in the health sciences community to create a vibrant experience for students. The presence of the School of Medicine and Public Health as well as programs in Physical Therapy, Occupational Therapy, Nursing, Pharmacy, and Physicians Assistant provide unparalleled opportunities for interdisciplinary education among health sciences students. In addition, the Division of Intercollegiate Athletics, University Health Services, UW Health Hospitals and Clinics, UW Health Sports Medicine and Athletic Training Outreach, and local secondary schools provide a full range of clinical education opportunities to best prepare future care providers. Lastly, the ability to expose students to cutting edge sports medicine research has a positive impact on both patient care and student interest in graduate study. 4.2 Comparable Programs Outside of Wisconsin Minnesota has seven accredited athletic training programs, five public and two private, none of these programs are offered in a tier one research setting. Iowa has eleven accredited athletic training programs, two public and nine private school programs. Illinois has thirteen athletic training programs, five offered at public institutions and eight in private settings. Like Minnesota none of the programs in Illinois are located in a research one comprehensive setting. Of the Committee on Institutional Cooperation (CIC) schools in bordering states, only the University of Iowa currently offers a program in athletic training. A total of nine CIC campuses currently offer athletic training programs. 14

15 of 30 4.3 National Labor Trends / Employment Outlook The 2010-11 US Bureau of Labor Statistics data reports that employment of athletic trainers is projected to grow 37 percent from 2008 to 2018, much faster than the average for all occupations, because of their role in preventing injuries and reducing healthcare costs. Job growth will be concentrated in the healthcare industry, including hospitals and offices of health practitioners. Fitness and recreation sports centers also will provide new jobs, as these establishments grow and continue to need additional athletic trainers to provide support for their clients. Growth in positions with sports teams will be somewhat slower, however, as most professional sports clubs and colleges and universities already have complete athletic training staffs. In some States, there are efforts underway to have an athletic trainer in every high school to work with student-athletes, which may lead to growth in the number of athletic trainers employed in high schools. The demand for preventative healthcare will grow as the population ages and greater emphasis is place on prevention programs. Increasing physical activity among the general population is frequently cited as a key mechanism to improve health and reduce the cost of care; demand for athletic trainers will grow as these programs are implemented. Increased licensure requirements and regulation has led to a greater acceptance of athletic trainers as qualified healthcare providers. As a result, third-party reimbursement is expected to continue to grow for athletic training services. Athletic trainers will benefit from this expansion because they provide a costeffective way to increase the number of health professionals in an office or other setting. The transition of the AT program from an option to a stand-alone Bachelors of Science in Athletic Training is consistent with these national trends that demonstrate a greater need for athletic trainers in the healthcare field. In addition, the BS-AT allows for full recognition that these professionals have been prepared specifically in their discipline. 4.4 Student Demand Future Enrollment The Athletic Training option in Kinesiology is a limited enrollment program that currently can accepts 18-20 students per year. Student demand is consistently high as introductory courses in Athletic Training that serve as program pre-requisites are filled to capacity and the program is forced to turn away qualified applicants through the admissions process. Limitations to the enrollment are due to limited availability of clinical placements and space limitations in core Kinesiology courses. The current Athletic Training option in Kinesiology is offered as a five semester professional sequence. In the interest of creating a four year time to graduation plan, the proposed program has been designed as a four semester sequence. This new format may require some adjusting in the enrollment caps for athletic training. We anticipate admitting 20 students annually and graduating the same number annually. This may fluctuate if students elect to spread their program over five semesters. No new 15

16 of 30 resources are requested for this proposal. Any increases in student enrollment would be contingent on program changes in Kinesiology that allow for additional students to enroll or increases in resources. Projected Enrollment Bachelors of Science in Athletic Training Fall 2012 Spring 1017 Year Implementation year 2013-14 2nd year 2014-15 3rd year 2015-16 4th year 2016-17 5th year 2018-19 New students admitted Continuing students 0 *36 20 20 20 20 18 20 20 20 Total enrollment 36 38 40 40 40 # Graduating students 18 18 18 18 18 *Continuing students assumes a Fall 2013 class of 18 with 18 continuing students. All continuing students, and those starting the Dept. of Kinesiology AT Option in 2013, will be given the opportunity to transfer into the new Bachelors of Science in Athletic Training. # Assumes 90% completion this is consistent with ATEP history. 4.5 Collaborative or Alternative Program Exploration The Athletic Training Education Program at UW-Madison was the second program in the State of Wisconsin to secure national accreditation (2000). Since that time four more programs have been accredited in the UW-System. Each program in the state has elected to stand alone and none have pursued a collaborative program structure. This is likely due to the need for local clinical placements that are common to athletic training programs. Programs require local supervision and assessment of clinical competencies across the curriculum. This infusion of clinical education from start to finish in the professional sequence is unique to athletic training and can be an impediment to alternative program options. After careful consideration and discussions with colleagues at other UW System campuses it was determined that the program design, required content, and required local clinical experiences are best suited for a campus based delivery model. 4.6 Program Need Summary In summary: 1) The transition of the AT program at UW-Madison to a Bachelors of Science in Athletic Training is consistent with student demand and current national trends for greater demand for preventative healthcare. 2) The program is being elevated to a BS in Athletic Training with no request for additional resources and minimal adjustments in admissions and course requirements. 3) As an accredited program the UW-Madison AT program is currently graduating professionals in athletic training; approval of the BS in Athletic Training at UW-Madison 16

17 of 30 changes the program designation but does not create any new duplication of programming for the UW System. 4) The UW-Madison is distinctive in Wisconsin as the only university where physician training, a range of ancillary and allied health profession programs, and a research mission are fully combined. This offers students a unique choice when determining which program in the state they wish to attend. 5. ASSESSMENT AND ADVISING 5.1.1 Assessment of Program Goals Table 1 and the accompanying narrative outline the methods for evaluating the Athletic Training Education Program Goals. A detailed description of the methods used to evaluate attainment of the goals follows the table. Table 1. UW-Madison ATEP Program Goals and Methods of Assessment Program Goal Method of Assessment 1. Recruit and admit highly qualified students with a strong foundation in the basic sciences, challenging them and supporting them to program completion. Admissions Process Review Student Self-Assessment Graduate Survey Senior Exit Interview 2. Prepare athletic training professionals for graduate study and/or entry-level employment through proper didactic and clinical education experiences. Graduate Survey Employer Survey Graduate School Placement Record Board of Certification Exam Scores Senior Exit Interview 3. Graduate scholarly clinicians who promote and adhere to evidence-based practices. Graduate Survey Employer Survey Senor Exit Interview 4. Contribute to evidence-based practice through faculty and student scholarship. Faculty Merit Review Academic Staff Merit Review 5. Recruit and retain faculty, academic staff, and clinical preceptors who exemplify excellence in teaching and scholarship and serve as role models for the athletic training profession. Student Course Evaluations Faculty Merit Review Academic Staff Merit Review Clinical Site Evaluations Student Evaluations of Clinical Instructors Senior Exit Interview 17

18 of 30 Methods of Assessment Admissions Process Review. This review is conducted annually by the ATEP Program Director. Following the admissions process the program director does the following: Reviews application mechanism, review, and notification with department and school personnel. Reviews and compares academic performance indicators from student applications at the time of admission between the students accepted and the students rejected. Using data from previous student cohorts evaluates admission criteria to help identify predictors of program performance. Report to Dept. of Kinesiology Undergraduate Studies Committee recruitment activities with emphasis on minority student recruitment. Board of Certification Exam Scores An annual report of student performance on the Board of Certification examination is provided to the program director. This report allows program personnel to compare first-time passing rates for UW-Madison students to the national average for the annual reporting period. The report also provides performance breakdowns for students from UW-Madison on specific practice domain sections of the exam. Clinical Site Evaluations The Clinical Site Coordinator of the Athletic Training Education Program evaluates (in person) every campus and community clinical site used for student placement during the academic year. Information is collected and reviewed regarding compliance with safety and fair practice issues as well as evaluation of the clinical learning environment. Employer Survey Surveys are sent to employers who have hired graduates of the UW-Madison ATEP. Data is collected on student preparation in both clinical and interpersonal skills. The emphasis is placed on the UW-Madison ATEP graduate s work performance in the major domains of athletic training. Potential areas for curricular improvement are identified through this process. Faculty and Academic Staff Merit Review All faculty and academic staff in the Dept. of Kinesiology are required to develop and submit an annual report of scholarly activities for the annual merit review. This material is reviewed by the respective merit review committees. Graduate School Placement Record The ATEP Program Director collects data to track graduate and professional program placement of AT graduates. This information is included in required accreditation reports and is shared with continuing students in the program to show the array of graduate opportunities available to them. 18

19 of 30 Graduate Survey Students who have graduated from the ATEP are sent a survey to assess the program after being in the workforce or graduate education setting for one year. Students are sent an on-line survey to collect data on their view of program strengths and weaknesses after having greater experience as an entry-level athletic trainer. Questions focus on the domains of athletic training and the overall strengths and weaknesses of the ATEP. Senior Exit Interviews All graduating seniors meet with the ATEP Program Director for an exit interview. This interview is used to collect general information from the graduating student about their program experience, review preparation for the Board of Certification Exam, review placement and any assistance needed for placement, and to provide an opportunity for students to share their views on all aspects of the AT Program. Students are specifically asked to comment on admissions, advising, the curriculum, clinical experiences, and any other areas they wish to comment. Comments are compiled and the Dept. of Kinesiology AT Committee reviews for the purpose continual improvement. Student Evaluations of Clinical Instructors At the completion of each clinical rotation student will evaluate their clinical instructors for the semester. Clinical instructors are provided feedback annually regarding student comments and strengths and weaknesses of each clinical site. These student evaluations are completed anonymously in an on-line format. Student Self-Assessment Students are given two opportunities during the course of the program to perform a self-assessment of their current skills, areas of improvement, and program goals. These self-assessments are reviewed by the ATEP Program Director and the ATEP Clinical Coordinator and are used to help identify program weaknesses and to aid in student clinical placements. 5.1.2 Assessment of Student Learning / Instructional Effectiveness: The ATEP employs a variety of program evaluation tools to assess instructional effectiveness and student learning outcomes (see 3.2). Student learning is assessed in multiple ways across the program. In didactic settings students are evaluated in each course through written quizzes and exams, case studies, research papers, laboratory reports, presentations, and other required assignments reflected through the course syllabi. Each class in the university performs an end of the semester evaluation that allows students to evaluate the instructor and assess instructional effectiveness. The results of these evaluations and student comments are reviewed to make adjustments in course content or instructional delivery as needed. In the spirit of academic freedom the program does not dictate any specific instructional methods or assessment practices. However, the program does insure that any educational competencies required for CAATE accreditation and assigned to a course are covered by the instructor. In clinical and laboratory learning environments students are evaluated through practical examinations, observed structured clinical exams (OSCEs), demonstration of clinical skills, and required assignments reflected through 19

20 of 30 the clinical syllabus. Students fill out clinical evaluation forms for their approved clinical instructors (ACIs) at the end of each semester. The results of these evaluations and student comments are shared with the clinical instructors and used in the spirit of continuous improvement. The program also utilizes several of the same processes described in the section 5.1.1 for the assessment of program goals to monitor student learning and clinical effectiveness. Specifically Board of Certification exam scores, senior exit interviews, and student selfassessment. Descriptions of these methods are described above. 5.2 Advising Program advising is provided in many ways as a student progresses from being interested in the AT option in Kinesiology to completion of the program. Prior to admission to the Dept. of Kinesiology, students in the School of Education with an interest in the athletic training receive advising on pre-requisite courses and requirements for admission into the Department of Kinesiology s Athletic Training Program from the School of Education s Academic Services office. This group of advisors coordinates advising for all SOE students prior to their acceptance into the professional program. The School of Education Academic Services office also coordinates all advising during Summer Orientation Advising and Registration (SOAR). The athletic training program director is also available for advising to prospective ATEP students and their families during campus visits. The program participated in a variety of campus wide informational programs for students interested in the health sciences (e.g. Health Occupations Student Association HOSA) and sponsors several students question and answer sessions and an annual open house. Information on SOE advising is available at http://www.education.wisc.edu/eas/. Advising for students interested in athletic training will not change under the new degree program. In the future students can hold a university designation of PKN (pre-kinesiology) or PAT (pre-athletic Training) during the pre-professional phase of their program. Upon acceptance into the professional program portion of the BS in Athletic Training, students receive advising from a designated program advisor. Students are required to attend group advising meeting every semester to insure they are making progress toward their degree. During group advising students are provided a sample fouryear plan with a suggested sequence of courses outlining their academic program requirements, given appropriate information on summer offerings, and provided a program checklist to compare to their DARS report for the purpose of monitoring their progress to graduation.. In addition to group advising meetings, athletic training program staff with advising responsibilities holds individual meetings with each athletic training student to discuss their program progress and athletic training goals (e.g. job placement and/or graduate school). These individual meetings also serve as an opportunity for students to clarify any questions regarding the ATEP and to problem solve as needed. All program advisors are readily available on a weekly basis through office hours (minimum two open hours per week plus availability by appointment) to answer any advising or program related questions. 20